Decent Work for All ASIAN DECENT WORK DECADE 2006-2015

Sandra RothboeckSpecialist for Skills and Employability

Decent Work Team, Bangkokrothboeck@ilo.org

Workplace Learning and National Skills Development Systems: The Role of Social Partners

Skills Development for Productivity: World bank ConferenceJakarta, March 23-25 2011

Agenda:

1. Context

2. Workplace Learning: Current Forms and Trends

3. Consequences for Skills and HRD

4. ILO Research and Ongoing Work on Workplace Learning

5. New and Emerging Roles for Government and Social Partners in Workplace Learning and Skills Development

6. Conclusion

1. Context

The accelerating rate of change, globally - in business - in technology and - in nature of work

To survive in global competition, enterprises must:– Continuously improve productivity through technology,

organisational development and training– Achieve international standards– Add value to products/services (move up the value chain)– Find new markets

The Changing Workplace Needs

• Work becomes more complex and often non-recurrent

-> Need to deal with complexity and continuing change.

Workers = Valuable asset in industries and organisations.

Workforce to adapt to changing environments.

Work and learning increasingly converge and happen in the workplace

Learning is lifelong (LLL)

What is Workplace Learning (WPL)?

• Acquisition of knowledge or skills by formal or informal means in the workplace.

2. Workplace Learning : Current Forms & Trends

• Informal skills and knowledge transfer (e.g. peers)

• Semi-structured learning (e.g. mentoring)

• Formal training (e.g. apprenticeships, training courses, higher education)

Forms of WPL

Most WL is informal and on-the-job

Current Forms & Trends

Enterprises train a lot! Case of European countries (2005)

0102030405060708090

% of Firms which train continuously

DenmarkAustriaSwedenFranceGreece Italy Poland

Source CEDEFOP 2011

European average: Enterprise contribution to learning: 38% of training expenditure

(Source: Eurostat Adult education survey, online database).

Size matters!• As enterprises grow, learning becomes formal, more

structured (benefits both employers and workers):

- Training plans and HR policies

- HR/training manager to identify competency and training needs

Evidence shows: High performance business practices account for 20-40% productivity increase!

• SME’s don’t train less they train more informally!

- Owner/manager drive the process

- Operate short term, are less diversified

- Require different skills: need customised training

Does WPL perpetuate learning inequality and consequently labour market inequality?

- Age- Gender

+ + Status of Employment (if regular & full time employed)

+ + Education and Skills

Service sector > Industry

+ + Companies with collective bargaining agreements

+ + Size of Enterprise

Private Sector perspective:• WPL emerged from enterprise

needs

• Training aligned with enterprise goals.

• Training contributes to optimal use of workforce for particular function or tasks

• Often not recognized or certified.

• Often informal

• Quality?

Government perspective:• Focus on humanistic aspects and

more holistic personal development.

• Optimise employability and portability of skills

• Provide access to continuous learning

• Equal access to training and skills development is priority

There are different motivations to invest into Human Resources

• Address Poverty, Social Inclusion and Equity• Women• People with Disability

• Competitiveness and Productivity• Country• Enterprise/Industry• Individual

Economic Goals

3. Consequences for Skills and HRD

The Gap: How can we find together and close the Mismatch to ensure LLL and continuous career pathways?

4. ILO: Selected Research and Work on WPL

International Labour Conference in 2008

How can skills development contribute to both increased productivity and employment in order to attain development goals?

• Builds on previous research on the connections between productivity, employment, development and their relationships to skills development.

• Analyses strategies to upgrade and enhance skills development.

• Provides regional needs assessment

David Ashton, Johnny Sung, Arwen Raddon and Trevor Riordan (2008): “Challenging the Myths about learning and training in small and Medium-sized enterprises: Implications for Public Policy.”http://www.ilo.org/public/english/employment/download/wpaper/wp1.pdf

ILO (2007): “Improving Workplace Learning in Asia and the Pacific.” Regional Workshop on Workplace Learning in Asia and the Pacific, Seoul, Rep. of Korea

ILO (2008) and (2009): “Issues in Workplace learning in Asia and the Pacific.” Regional Workshop and Study Programme, CHIBA, Japan

ILO (2010):” Regional Workshop on Improving Workplace Learning and TVET Quality Assurance in Asia & the Pacific,” Report of ILO/Skills AP Korea Regional Workshop. Incheon Korea.

S. Ian Cummings, N. Jecks (2004): Skills Development and Productivity through Social Dialogue. APSDEP, Bangkok.

ILO Recommendation 195 / ILC Resolution 2008

ILO Recommendation 195 (2004)Human Resources Development: Education, Training and Lifelong Learning

Recognizes essential role for enterprises in providing training and learning opportunities in the workplace

Selected ILO Responses- Regional Skills and Employability Project (former

Skills AP): promotes WPL

- Value Chain approach/Cluster development facilitation along with skills recognition (see Moradabad in India, domestic work in India)

- Workplace learning and productivity improvement in SMEs:

SCORE/ FIP (Cambodia, India, Sri Lanka, Indonesia, Philippines).

5. The Role of Government and Social Partners in Promotion of Workplace Learning

• No Government can provide all training needed for a country’s workforce

• Employers and worker representatives must work with government

• Decide what each can do best• Develop Strategies• Work together

New and Emerging Roles for Government for WPL(Recommendations from ILO’s Regional Tripartite Workshops on WPL)

1. Acknowledge WPL andintegrate WPL into Skills and HR Policies

2. Ensure inclusiveness and access to LLL and WPL

• Generic employability skills• Core work + basic technical skills• Remedial support – literacy and

numeracy• Vulnerable people with disability• Retraining /re-employment of

retrenched workers

Emerging Roles for Government cont.3. Create enabling environment

for WPL

• Create demand for skills development in SMEs

• Develop Partnerships

• Build Trust between Social Partners and government!

• Incentives: Promote and Invest directly in learning in the Workplace

4. Skills Recognition and Standards for Qualification

• Integrate competency standards and national qualifications in enterprises

• Improves portability and transferability of skills

• Increases transparency of assessment

• ‘Formalises’ and recognises training, experience (RPL)

• Assess and train mentors and instructors

Case: Skills Development Funds & Levies• In over 70 countries including South Korea,

Thailand, Singapore and Malaysia:

•Taxation policies allow government to – collect revenue from firms or – provide rebates for training expenditure;– patchy involvement of SMEs;– also individual student or trainee scholarships etc.

(Fiji, Japan);

resulted in more WPL, particularly in SMEs; but requires careful monitoring.

Case: Government initiatives which promote WPL in SMEsKorea:• Ministry of Labour provides subsidy to SMEs for training Partnership

(Gov-Training Provider SMEs)

• Learning Communities: Subsidies of Training costs in core operations of SMEs (facilities, material and personnel)

• High Performance Workplace Innovation Centre: Train CEOs, HRD Managers

• Assessment and Certification

Singapore: • Skills development Fund: 1% levy for Training and Certification • SME’s services, less skilled workers, older workers + Company

training.

Role of Employers in WPL:

Employer’s Organisations

• Networking, associations (SMEs)

• Tripartite Fora and sectoral councils for WPL

• Promote WPL and RPL at policy level

• Build and monitor linkages between WPL and Productivity

• Support Supply Chain Partnerships

Enterprise level:

• Establish structured training, certification through partnerships

• Address retention, focus on motivation of workforce

• Extend WPL and learning facilities to public institutions

• Create learning culture and acknowledge learning (promotions)

• Involve worker’s organisations into planning and delivery of training

Case: Indonesian Welding Society (IWS ANB)

• Industry funded (Oil, Gas and Construction industries)

• Internationally accredited by IIW to certify welders up to Engineering and Doctoral levels in 2010.

• PPP with BLKs and other training providers in Indonesia (Chondet, B4T Bandung)

Skills Recognition: • Provides continuous

career pathways, assessments and certifications

• Recognise informal learning and work experience

• Training financed by enterprises.

Role of Trade Unions

• Participate in policy and strategy development to address labour market needs (e.g. workers-employers’ bilateral councils in Pakistan)

• Encourage Workers (particularly lower-skilled) in continuous training and skills development

• Get involved in enterprise based HR and career planning

• Involve Trade Unions in monitoring WPL and productivity assessments.

• Training Delivery

Case: Trade Union Learning Programme, UK

• Government funded; managed by Trades Union Congress (TUC)

• Objective: to support participation by those in the workforce who are not currently taking part in learning, particularly those with basic skill needs

• 4,500 people trained as “Union Learning Representatives”

• Sectors: printing, transport, retail, low-paid workers in local government, hospitality/hotels

6. Conclusion

Workplace Learning is growing rapidly but mostly in informal way

1. Policy environment needs to encourage WPL: Government as enabler for WPL and continuous education

2. Build strong partnerships to systematically address LLL and transferability

3. Promote structured WPL 4. Promote mechanisms, which ensure quality and recognition

of non-formal/informal learning.5. Incentives and Government support to promote WPL in

enterprises and SMEs in particular6. Social Dialogue and Tripartism are critical.

Thank you